Inclusive Engineering Education

1. Auflage 2027
ISBN: 978-1-041-02604-4
Verlag: Taylor & Francis Ltd

Buch, Englisch, 240 Seiten, Format (B × H): 156 mm x 234 mm

Educators use diverse and often idiosyncratic ways to learn how to do their work, but research tells us that inclusive educators are most effective when they feel they have subject and pedagogic knowledge, classroom resources and tools, and effective teaching frameworks they can adapt to work with their own preferred approaches. Inclusive Engineering Education fills a gap in provision for Engineering Educators who wish to center the philosophy of inclusivity in their work and pedagogic practice. The book examines the use of specific pedagogical frameworks, problem-based learning (PBL) and project-based learning (PjBL), within the Engineering Education context, how the use of these frameworks has grown with the transformation of Engineering Education, and how those who wish to champion inclusion can improve the way in which this is done.

• Creates a working, contextual definition of Inclusive Education and explores PBL and PjBL.

• Discusses how to make inclusive education a reality in contemporary classrooms.

• Provides practical examples that educators can use and develop in their own classrooms.

• Offers a series of case studies from different educational and geographic contexts to inspire innovation and the development of inclusive practices in engineering classrooms.

• Serves as a guidebook for implementation.

This text supports the development of deep engagement with what it means to champion an inclusive engineering classroom, demonstrate excellence in teaching and learning, ensure high-quality learning outcomes for students, and support culturally sensitive environments, where belonging and learning are seen as equally important.

Zielgruppe

Postgraduate and Professional Practice & Development

Autoren/Hrsg.

Sulu, Michael

Knowler, Helen

Ramachandran, Vivek

Fachgebiete

• Sozialwissenschaften Pädagogik Schulen, Schulleitung Universitäten, Hochschulen
• Sozialwissenschaften Pädagogik Teildisziplinen der Pädagogik Sonderpädagogik, Heilpädagogik
• Technische Wissenschaften Technik Allgemein Technik: Allgemeines
• Technische Wissenschaften Technik Allgemein Technologie: Soziale & Ethische Aspekte

Inhaltsverzeichnis

0. Front Matter.  1. Introduction.  2. Foundations of Inquiry-based Learning in Education. 3. Inquiry-Based Learning in Engineering Education: Historical and Practical Perspectives.  4. Foundations of Inclusion in engineering education. 5. Inclusion in Engineering Education: Creating Meaning and Practice.  6. Case Studies Across Borders: Global & Disciplinary Contexts.  7. A Practical Framework for Embedding Inclusion into Inquiry-Based Engineering Education.  8. Conclusion.  End Matter. Afterword.

Über Autor(innen)

Michael Sulu is a Lecturer in Biochemical Engineering at University College London. He leads on aspects of problem- and project-based learning and has a deep interest in inclusive practice that revolves around equality/equity within Engineering and across Higher Education. Dr. Sulu has experience in improving the learning environment for diverse groups of students and creating equitable access to and democratizing knowledge within Engineering and across other disciplines.

Helen Knowler is an Associate Professor in UCL’s Arena Centre for Research Based Education. Dr. Knowler leads the Eugenics Legacy Education Project (ELEP), which focuses on developing the educational outcomes of UCL's Eugenics Inquiry Report. Her teaching expertise and research interests are closely aligned and broadly relate to Inclusive Education. Dr. Knowler trained as a schoolteacher working in the field of Social, Emotional, and Mental Health needs and served as an Advisory Teacher for a Local Authority supporting schools to prevent permanent exclusion from school. She began working in Higher Education in 2006 and has worked in Education Departments at the Universities of Plymouth, Bristol, Exeter, and Wolverhampton.

Vivek Ramachandran is a Lecturer in the Integrated Engineering Programme (IEP) within the Faculty of Engineering Sciences, UCL. Dr. Ramachandran develops methods focused on embedding ethics, sustainability, and responsible innovation into an inclusive engineering curriculum with the goal of helping engineering students foster socially responsible mindsets. Through work with the Centre for Engineering Education (CEE), Dr. Ramachandran researches how socio-emotional learning and interactions with large language models can affect students' ethical and moral reasoning. Dr. Ramachandran’s background in robotics and user-centered design has underpinned a commitment to accessibility and equity to create technologies and learning environments that are inclusive and responsive to diverse user needs.